Planning &Instructional Framework: Throughout
my residency experience at the National Teachers Academy, I worked
under the supervision of an experienced third grade mentor. All lesson
plans and units of instruction were delegated to me by an established
pacing guide and framework that was reflective of a yearly plan that my
mentor and grade level partner had established at the beginning of the
year. We met daily and weekly to discuss the progression of lesson plans and pacing. Under the supervision of my mentor, each week ended with a delegation of specific skills that were required to be a central focus for instruction in different content areas. For Math instruction, we utilized the Every Day Math Resource book as an outline of teaching skills and concepts. For A large portion of our Literacy instruction was heavily influenced towards preparing students for their first year of ISAT testing. Utilizing data from NWEA Map Scores, instruction for mini lessons, writing, guided reading, and differentiated reading groups were correlated with teaching students different isolated skills. My instruction was heavily influenced by utilizing the I Do, We Do, You Do framework, to allow modeling, guided practice, independent work, and a final formative assessment. Classroom practices involved using a lot of handouts for students to complete work in their differentiated math and reading groups. Resource books with ISAT prep handouts were used to guide instruction, as well as used for formative assessments. Besides using the Daily Double Clip Board, our planning was also reflective of utilizing an established school document to map out plans and objectives for our differentiated math and reading groups. RIT Scores heavily influenced our planning and instruction. Our plans were to be reflective of student abilities as aligned with the Descartes. In order to guide the instructional framework, formative assessments in the form of exit tickets were collected daily from differentiated reading and math groups.
Below are two examples of some of the lessons that were created for our Differentiated Math and Reading groups, that were influenced by RIT Scores and the Descartes.
Learning Segment Below you will find the lesson plans that were constructed for my learning segment on Haiku poems. Mini Lessons and Writing were correlated with one another to help student development in acquiring the skills necessary to construct haiku poems independently and gain an understanding of the essential syllabication process involved in creating haiku poems. |
||||||||||||||
|
|
|
||||||||||||
